46 4
What’s she like?
Describing people 5
Could you help me?
Asking for and offering help and how to respond to them.
6
How much is it?
Numbers 7
It’s a beautiful place
Describing places 8
Did you get that?
Asking and giving Explanation 9
It was great
Describing events Therefore, the complete presentation of the syllabus can be seen in the
appendix 3.
4. Materials Design
In this step, the writer designed the materials that support each objective. Generally, a listening material is divided into three major sections, namely pre-
listening, Listening, and post-listening. However, each section should consist of some specific activities created by the writer to develop the students’ comprehension
toward the materials.
a. Pre-listening
There are two simple aims for the pre- listening activities Richard, 2002: 243, they are: to provide sufficient context to match what would be available in real
life, and to create motivation. In pre-listening, the activities involved are brainstorming vocabulary, reviewing areas of grammar, or discussing the topic of the
listening text. Pre-listening activities is very important since it could help the students to be familiar with the words or perhaps the situation that will be heard.
The activities designed by the writer in pre-listening are various. Some PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47 activities are listening to songs which are appropriate and suitable with the context.
The songs chosen are normally short and in general with simple language. Some songs are longer, however they contain stories that capture students’ attention. The
writer also provides other activities such as watching movie clips, recognizing vocabulary, games, and discussion about some topics.
b. Listening
Having familiar with the unknown words during the pre-listening activity, students will get ready to come into the listening section. In this section, students
listen to unfamiliar discourses, especially one speaking in a foreign language. During the period of listening, students will be familiar with the pitch, speed, and the quality
of the voice. The writer preset comprehension questions. It is aimed to ensure that students
listen with a clear purpose. Richard 2002 suggests that the question is better set while students are listening. It will not make students unfocused on what they listen
to because it will make students sure of what they will be asked, thus they focus their attention.
Moreover, the writer provides tasks where students do something with the information they got from what they hear. The tasks involve answering questions,
selecting e.g., choosing a picture described, writing e.g., the description of someone mentioned, form filling e.g., hotel registration form. This kind of
activities could give students view about experience in real life. Although the writer’s idea of designing the materials is using authentic
materials, the writer also used pedagogically prepared materials in order to provide PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48 the steeping stones to understanding graves, 2000: 156 then use authentic materials.
In the writer’s designed materials, the materials were based on authentic data from the very beginning. Students will be given practice in listening to extract from radio
and television, songs, movie clips, and other types of authentic data.
c. Post-listening
